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|Other Titles:||Decentralization and Teacher Professional Autonomy--Reflection on the Educational Reform Experiences of Hong Kong and Taiwan|
Department od Education, NTNU
Hong Kong and Taiwan have initiated reform efforts in their educational system in an attempt to cope with the challenges of globalization.Decentralization and teacher professionalization have been among the major policy changes in educational policy. Under the new policies, the roles of the state and local educational departments have indeed changed, and their responsibilities in education have been altered. School-based management has been used as a major strategy for facilitating educational reform. In the course of decentralizing power and shifting responsibilities to the schools, the stateof affairs in both educatonal systems can be characterized as progressing from deconcentration to delegation. At the school level, the participation of various stakeholders has been enhanced; however, unlike that in Taiwan, the participation of Hong Kong teachers is considered low. In Taiwan, parents and teachers have stronger involvement in school affairs, but micro-politics have also given rise to complications with regard to operations. Having to face the challenges of micro-politics in school, the vulnerability of the teachers inthese two societies has become more apparent. There is a need for further reformat both the policy and school levels for authentic professional autonomy to be actualized. The empowerment of teachears remains an arduous process in the pursuit of teachers' professionalism.
|Appears in Collections:||教育研究集刊|
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